Here are some points that I think are particularly relevant. Please let me know what you think would be most helpful to include, and what you think should be presented visually/textually/verbally. (And, by the way, my formatting went wacky when I copied it to the wiki. Ignore that.)
n-] –noun 1. the state of being vested with the rights, privileges, and duties of a citizen. 2. the character of an individual viewed as a member of society; behavior in terms of the duties, obligations, and functions of a citizen: an award for good citizenship. From Five Minds for the Future by Howard Gardner · “Models set by teachers constitute a crucial starting point. Students take keen note of how teachers treat one another, how they treat other adults, and how they treat students.” P. 110 Ukpokodu, N. (1999). Multiculturalism vs. globalism. Social Education, 63(5), 298-300.
· Doing country units is NOT the same thing as multiculturalism.
· Globalism and multiculturalism are distinct, but can go hand in hand to "increase students' civic responsibility through broader understanding of human commonalities and human diversity. Both can help students to develop skills of informed decision making on issues of equity within the national community (multiculturalism) and the global community (globalism).
· Global understanding key to a nation's economic & psychological well-being
· The case for helping students to develop global perspectives and understand civic responsibilities:
Robert Muller, Assistant Secretary General during International Youth Year in 1985: "A child born today will be faced as an adult, almost daily, with problems of a global interdependent nature, be it peace, food, the quality of life, inflation, or scarcity of resources. He will be both an actor, and a beneficiary, victim in the total world fabric, and he may rightly ask: why was I not warned? Why was I not better educated? Why did my teachers not tell me about these problems and indicate my behavior as a member of an interdependent human race? It is therefore the duty and the self-- enlightened interest of governments to educate their children properly about the type of world in which they are going to live." Commeyras, M. & Mazile, B. (2001). Imagine life in another country on another continent: Teaching in the age of globalization. The Social Studies, 92(5), 198-204. · USA to Botswana - students in a teacher education degree programs participated · imaginative essays & and photo-journals to foster cross-cultural understanding · easier to communicate with people in other countries, but we don't really know about them · developed/developing nations have relationship of unequal power - developing only valuable as reservoir of natural resources; developed world - the land of milk & honey · Thomas Friedman quote: "The world has become an increasingly interwoven place, and today, whether you are a company or a country, your threats and opportunities increasingly derive from who you are connected to." p. 199 · globalization is a reality, but is also a threat to cultural diversity · in this project, students in Botswana were very focused on racism in the US; students in U.S. were surprised that Botswana has potable water available - accounts very outdated and overly stereotypical, and romanticized to a degree as a less harried life (one wrote an open apology after learning more about realities in Botswana) · Heather's note: The participants in the U.S. were very well-intentioned people, entering a caring profession. They will be highly influential in the perceptions their students have of the world, yet they were stuck in a very outdated, stereotypical view of Africa. When I got involved in the National Consortium for Teaching about Asia in the U.S., I learned that the program was started because it's creators realized that what teachers EXPERIENCE is what they'll teach about. So many of us received inadequate coverage of any continent but Europe in our own schooling, and it tends to be where more Americans travel, so that's what continues to be overemphasized. Rapoport, A. (2009). A forgotten concept: Global citizenship education and state social studies standards. Journal of Social Studies Research, 33 (1), 91-112. · researcher looked at how globalization and global citizenship are covered in the standards of different states · SS is the locus of these concepts, even though they should be interdisciplinary · p. 92 - no consensus on meaning of global citizenship - Noddings (2005) defines as "one who can live and work effectively anywhere in the world, supported by a global way of life" · p. 93 - McIntosh: “habits of mind, heart, body, and soul that have to do with working for and preserving a network of relationships and connections across lines of difference and distinctness, while keeping and deepening a sense of one’s own identity and integrity” (2005, 23) · p. 93 - Dunn (2002) - "a citizenry that knows and cares about contemporary affairs in the whole world" · p. 95 - some "fear that global citizenship education undermines patriotism towards the state." · teachers are interested, but need clear curricular guidance to successfully teach about global citizenship; don't currently have this in most state standards · only 15 states have the term "globalization" in their social studies standards · only TWO states' standards mention global citizenship!!! even after 9/11!!! · Heather's note: given the move by more and more international schools to adopt the standards of a state, sometimes seemingly at random, we are very influenced by the hyper-patriotism this lack of globalism may reflect Kirkwood, T. F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The Social Studies, 92(1), 10-15. · p. 10 - "The philisophical underpinnings of global education rest on the following assumptions: (a) human beings are created equal, regardless of age, ability, class, ethnicity, gender, nationality, sexual orientation, socioeconomic status, or race; (b) human behavior is culturally, not racially, determined; (c) all members of the human family possess basic human rights, and (d) global education has a moral purpose." · p. 11 - "global education captures the very essence of the Universal Declaration of Human Rights." · p. 11 - "global education can be distinguished from international education by its impact" (emphasis is mine) · There are MANY definitions of global education, and there is some conflict over their meaning, but in this comparison it was concluded that the underlying values are very similar. · p. 11 - baseline definition comes from Hanvey - Hanvey said global education prepares students for global awareness by incorporating "perspective consciousness, state-of-the-planet awareness, cross-cultural awareness, knowledge of global dynamics, and awareness of human choices." · p. 12 - researcher analyzed multiple definitions, and found the following four themes provided the foundation: "multiple perspectives, comprehension and appreciation of cultures, knowledge of global issues, and the world as interrelated systems" · Global education can also include a study of universal values. · p. 14 - global citizens are people who "possess high-tech skills, broad interdisciplinary knowledge about the contemporary world, and adaptability, flexibility, and world-mindedness to participate effectively in the globalized world."
From www.dictionary.com:
glob·al
[gloh-buh
1. pertaining to the whole world; worldwide; universal: the dream of global peace.
2. comprehensive.
cit·i·zen·ship
[sit-uh-zuh
1. the state of being vested with the rights, privileges, and duties of a citizen.
2. the character of an individual viewed as a member of society; behavior in terms of the duties, obligations, and functions of a citizen: an award for good citizenship.
From Five Minds for the Future by Howard Gardner
· “Models set by teachers constitute a crucial starting point. Students take keen note of how teachers treat one another, how they treat other adults, and how they treat students.” P. 110
Ukpokodu, N. (1999). Multiculturalism vs. globalism. Social Education, 63(5), 298-300.
Robert Muller, Assistant Secretary General during International Youth Year in 1985:
"A child born today will be faced as an adult, almost daily, with problems of a global interdependent nature, be it peace, food, the quality of life, inflation, or scarcity of resources. He will be both an actor, and a beneficiary, victim in the total world fabric, and he may rightly ask: why was I not warned? Why was I not better educated? Why did my teachers not tell me about these problems and indicate my behavior as a member of an interdependent human race? It is therefore the duty and the self-- enlightened interest of governments to educate their children properly about the type of world in which they are going to live."
Commeyras, M. & Mazile, B. (2001). Imagine life in another country on another continent: Teaching in the age of globalization. The Social Studies, 92(5), 198-204.
· USA to Botswana - students in a teacher education degree programs participated
· imaginative essays & and photo-journals to foster cross-cultural understanding
· easier to communicate with people in other countries, but we don't really know about them
· developed/developing nations have relationship of unequal power - developing only valuable as reservoir of natural resources; developed world - the land of milk & honey
· Thomas Friedman quote: "The world has become an increasingly interwoven place, and today, whether you are a company or a country, your threats and opportunities increasingly derive from who you are connected to." p. 199
· globalization is a reality, but is also a threat to cultural diversity
· in this project, students in Botswana were very focused on racism in the US; students in U.S. were surprised that Botswana has potable water available - accounts very outdated and overly stereotypical, and romanticized to a degree as a less harried life (one wrote an open apology after learning more about realities in Botswana)
· Heather's note: The participants in the U.S. were very well-intentioned people, entering a caring profession. They will be highly influential in the perceptions their students have of the world, yet they were stuck in a very outdated, stereotypical view of Africa. When I got involved in the National Consortium for Teaching about Asia in the U.S., I learned that the program was started because it's creators realized that what teachers EXPERIENCE is what they'll teach about. So many of us received inadequate coverage of any continent but Europe in our own schooling, and it tends to be where more Americans travel, so that's what continues to be overemphasized.
Rapoport, A. (2009). A forgotten concept: Global citizenship education and state social studies standards. Journal of Social Studies Research, 33 (1), 91-112.
· researcher looked at how globalization and global citizenship are covered in the standards of different states
· SS is the locus of these concepts, even though they should be interdisciplinary
· p. 92 - no consensus on meaning of global citizenship - Noddings (2005) defines as "one who can live and work effectively anywhere in the world, supported by a global way of life"
· p. 93 - McIntosh: “habits of mind, heart, body, and soul that have to do with working for and preserving a network of relationships and connections across lines of difference and distinctness, while keeping and deepening a sense of one’s own identity and integrity” (2005, 23)
· p. 93 - Dunn (2002) - "a citizenry that knows and cares about contemporary affairs in the whole world"
· p. 95 - some "fear that global citizenship education undermines patriotism towards the state."
· teachers are interested, but need clear curricular guidance to successfully teach about global citizenship; don't currently have this in most state standards
· only 15 states have the term "globalization" in their social studies standards
· only TWO states' standards mention global citizenship!!! even after 9/11!!!
· Heather's note: given the move by more and more international schools to adopt the standards of a state, sometimes seemingly at random, we are very influenced by the hyper-patriotism this lack of globalism may reflect
Kirkwood, T. F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The Social Studies, 92(1), 10-15.
· p. 10 - "The philisophical underpinnings of global education rest on the following assumptions: (a) human beings are created equal, regardless of age, ability, class, ethnicity, gender, nationality, sexual orientation, socioeconomic status, or race; (b) human behavior is culturally, not racially, determined; (c) all members of the human family possess basic human rights, and (d) global education has a moral purpose."
· p. 11 - "global education captures the very essence of the Universal Declaration of Human Rights."
· p. 11 - "global education can be distinguished from international education by its impact" (emphasis is mine)
· There are MANY definitions of global education, and there is some conflict over their meaning, but in this comparison it was concluded that the underlying values are very similar.
· p. 11 - baseline definition comes from Hanvey - Hanvey said global education prepares students for global awareness by incorporating "perspective consciousness, state-of-the-planet awareness, cross-cultural awareness, knowledge of global dynamics, and awareness of human choices."
· p. 12 - researcher analyzed multiple definitions, and found the following four themes provided the foundation: "multiple perspectives, comprehension and appreciation of cultures, knowledge of global issues, and the world as interrelated systems"
· Global education can also include a study of universal values.
· p. 14 - global citizens are people who "possess high-tech skills, broad interdisciplinary knowledge about the contemporary world, and adaptability, flexibility, and world-mindedness to participate effectively in the globalized world."